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EDUCATION UNDER ATTACK: RIGHT TO EDUCATION OF CHILDREN IN THE

RED CORRIDOR REGION, INDIA

Research · May 2022

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 International Journal of Early Childhood Special Education (INT-JECSE)
ISSN: 1308-5581 Vol 14, Issue 03 2022

EDUCATION UNDER ATTACK: RIGHT TO EDUCATION OF

CHILDREN IN THE RED CORRIDOR REGION, INDIA
Aditi Suresh Mane*1, Dr.Shashikala Gurpur2
1
*Teaching Associate, Department of Law, Symbiosis Law School, Pune,
(SLS) Symbiosis International (Deemed University), (SIU), Maharashtra, India.
2
Director and Dean, Department of Law Symbiosis Law School, Pune,
(SLS) Symbiosis International (Deemed University), (SIU), Maharashtra, India

Email : 11993aditim@gmail.com , 2 director@symlaw.ac.in

ABSTRACT: Over the years, India's access to education has significantly increased, and attempts are being
undertaken to enhance learning consistency and quality. This general tendency, nevertheless, conceals
inequalities encountered by some young children due to situational conditions like poverty, gender inequalities,
as well as contextual disadvantages such as living in armed conflict zones across time. Studies have proved that
these interacting and frequently unpredictable circumstances can work independently to restrict schooling
enrolment and learning quality of a child. Furthermore, these crossings may augment limitations as well as
determine possibilities and distribution of educational resources to differing degrees, thereby putting girls and
boys impacted by armed conflict, farther behind. The authors through this article explore the link between
armed conflict dynamics and education of young boys and girls in conflict-affected regions of India as against
the need of Safe School Declaration Guidelines to resolve the issue of use of schools by the military and para
military forces in the red corridor region of India. In doing so, the paper examines school enrolment rate,
dropout probability, and learning results, as well as the interfering factors which influence these variables
through analysis of the authentic state-wide and district-wise data. The authors further suggest reformatory
measures in relation to improve education quality in the conflict affected regions for overall development of the
child and society at large.

KEYWORDS: Armed Conflict, Children, India, Lucens Guidelines, Military use of Schools, Safe School
Declaration.

1. INTRODUCTION

Three out of ten children in conflict- affected countries are uneducated.

– UNICEF, 20211
The 2020 Global Education under Attack Report states that over the last five years, more than 22,000
learners, instructors, and academic researchers have been attacked, injured or even killed due to military
use of schools and universities (UNHCR, 2021).2In many nations, including India, military use of
educational institutions increased at an alarming rate between 2009 -2013. This included usage of
education establishments for detainment, abuse, seizure, and causing destruction to educational
establishments (GCPEA, 2014).3 Many students as well as educators were killed and/or injured.March

1
States affected by Left Wing Extremism ranging from the western Ghats to the Eastern Ghats and the south
regions of India.
2
3 in 10 young people in conflict or disaster-stricken countries are illiterate. UNICEF. (n.d.). Retrieved
February 4, 2022, from https://www.unicef.org/press-releases/3-10-young-people-conflict-or-disaster-
stricken-countries-are-illiterate-
unicef#:~:text=NEW%20YORK%2C%2031%20January%202018,global%20rate%2C%20UNICEF%20
said%20today.
2
UNHCR: Conflict, violence, climate change drove displacement higher in first half of 2021 [en/AR] - world.
ReliefWeb. (n.d.). Retrieved February 4, 2022, from https://reliefweb.int/report/world/unhcr-conflict-
violence-climate-change-drove-displacement-higher-first-half-2021-enar.
3
Education under attack 2014. Global Coalition to Protect Education from Attack. (2021, July 20). Retrieved
February 4, 2022, from https://protectingeducation.org/publication/education-under-attack-2014/
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2011 reported about 800,000 school children not attending school due to armed violence surrounding the
academic institution or the academic institution existing in an armed conflict zone (UN, 2021).4
Statistics show that today’s conflicts continue for about 10 years on an average, and studies depict the
normal time span for children and their families living in these internally displaced regions as approximate 17
years, which calculates to the child’s primary developing years (UNICEF DATA, 2021).5 In conflict affected
countries, there are generations of children and adults who have not received any formal education due to varied
reasons and it is within this context that providing education to children in armed conflicts is progressively
becoming recognised as a source of protection and development (Byrne et.al., 2021)6 However the regional as
well as international donor community still continues to prioritize food, water, medical and shelter assistance in
its humanitarian response therefore providing of quality education is viewed as a secondary priority.
Nonetheless, education poorly underfunded, despite its importance in levelling the playing field for the most
vulnerable children and young adults, just 3.6% of humanitarian money is dedicated to supporting education for
children living in crises zones, making it one of the least financed sectors in humanitarian requests (Global
Humanitarian overview 2021).7
Though, with a shift in perspectives by researchers, both doctrinally and on the field, the importance of
education being provided in the conflict zones itself does save a child’s life as out of school children are clear
candidates for mistreatment, abuse, and enlistment in armed forces (Østby, 2018).8 Therefore with alarming
statistics above, it evidently proves that the states that do not consider education as one of an important factor in
a child’s development are risking the countries overall growth which in turn affects the SDG Principles of
development. Therefore, the scope and objective of this paper is to analyse the impact caused on education of a
child living in armed conflict zones of India and suggest reformative measures for the same.
Like studies with respect to quality education in conflict-affected countries, depict common concerns
of education institutes used by armed forces which include a high student dropout rate (Gohain, 2021)9 vs
reduced enrolment percentage, overpopulation, unqualified teachers, a lesser amount of school supplies and low
teaching time (RELIEFWEB , 2020) (Jones & Naylor, 2014),10 similarly this research too views the enrolment
and the drop out percentage-wise.
Table 1: Enrolment of students, 2019-20

Total Enrolment Total Enrolment

India/ State /UT Government Private Unaided TOTAL
Schools Recognized Schools

India 130931634 98209302 229140936

Andhra Pradesh 4042535 4007299 8049834
Bihar 19579263 3350418 22929681
Chhattisgarh 4000147 1932268 5932415
Jharkhand 4810045 1366963 6177008

4
#YouthStats: Armed conflict – office of the secretary (n.d.). Retrieved February 4, 2022, from
https://www.un.org/youthenvoy/armed-conflict/
5
Child displacement and refugees. UNICEF DATA. (2021, December 3). Retrieved February 4, 2022, from
https://data.unicef.org/topic/child-migration-and-displacement/displacement/
6
Byrne, S., Matyók Thomas, & Scott, I. M. (2021). Routledge companion to peace and conflict studies.
Routledge, Taylor & Francis Group.
7
Reliefweb - informing humanitarians worldwide. (n.d.). Global Humanitarian overview 2021. Retrieved
February 4, 2022, from https://reliefweb.int/sites/reliefweb.int/files/resources/GHO2021_EN.pdf
8
Østby, G., Urdal, H., & Dupuy, K. (2018). Does education lead to pacification? A systematic review of
statistical studies on Education and political violence. Review of Educational Research, 89(1), 46–92.
https://doi.org/10.3102/0034654318800236.
9
Gohain, M. P. (2021, July 1). UDISE report: 9 States/ UTS record over 25% dropout rate at secondary level -
times of India. The Times of India. Retrieved February 4, 2022, from
https://timesofindia.indiatimes.com/home/education/news/udise-report-9-states/-uts-record-over-25-
dropout-rate-at-secondary-level/articleshow/84039449.cms
10
2020: Gender matters - Reliefweb. (n.d.). Retrieved February 4, 2022, from
https://reliefweb.int/sites/reliefweb.int/files/resources/gender-matters-swoc-report.pdf
Also See, Amir Jones & Ruth Naylor, The quantitative impact of armed conflict on education, Retrieved
February 4, 2022, from https://inee.org/system/files/resources/CfBT_023_Armed_Conflict_Online.pdf.
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Madhya Pradesh 9119353 7288066 16407419

Maharashtra 5646319 6663311 12309630
Manipur 199958 462744 662702
Meghalaya 478070 263365 741435
Mizoram 127509 152137 279646
Nagaland 174882 286077 460959
Telangana 2837635 3984609 6822244
Tripura 562047 129352 691399
Uttar Pradesh 16857549 22069303 38926852
Uttarakhand 941454 1298229 2239683
West Bengal 15857323 2536216 18393539
Table 2: Dropout Rate by level of education, 2019-20
Dropout Rate (in percentage)
India/ State /UT Total- Primary (1 to 5) Total- Upper Primary (6-8) Total- Secondary (9-10)
India 1.5 2.6 16.1
Andhra Pradesh 0.0 0.3 14.8
Bihar 2.3 8.9 21.4
Chhattisgarh 1.0 3.8 18.3
Jharkhand 6.3 8.5 16.6
Madhya Pradesh 0.8 4.1 23.2
Maharashtra 0.0 1.1 15.2
Manipur 8.8 4.0 9.2
Meghalaya 7.0 8.0 22.2
Mizoram 7.8 2.5 20.4
Nagaland 4.2 5.4 21.2
Odisha 0.8 4.5 23.6
Sikkim 0.0 0.0 23.2
Uttar Pradesh 2.7 2.1 14.4
West Bengal 0.6 0.0 13.8
Source: (UDISE+ 2019-20)11
To lower dropout percent, the Indian Education Ministry provided measures as well as schemes for the
identification, smooth admission process, and continued education of migrant children on July 13, 2020,
requesting regions to classify and enlist all such children without any procedural formalities and to keep records
of the same. Furthermore, to guarantee that children are entitled to efficient education, and to limit the impact of
the pandemic on school education in the country, the Ministry has shared guidelines dated 7th January, 2021
with all States. On the 4th of May 2021, a comprehensive Covid action plan was aswell shared with the States
and UTs, outlining the role of local bodies, the structure of segmental groups at the local level, undertaking of
door-to-door/helpdesk-based/app-based surveys to identify the difficulties faced by children, particularly in
conflict-affected areas. Despite the initiatives and various schemes launched by the government for Naxal
affected regions, the dropout rate still is seen high (Ministry of Human Resource Development, Government of
India, 2012). 12

2. STATISTICS REPRESENTING THE LEGAL SCENARIO

From 2005, state as well as non-state armed troops have utilized schools and colleges for strategic operations in
at least 26 countries including Pakistan, Afghanistan, Sri Lanka, Burma and India. In 2010, over 129 schools in
India were used as base-camps or barracks, primarily in Bihar, Chhattisgarh, and Jharkhand as well as north-east

11
UDISE+ Dashboard. UDISE+ Dashboard. (Ministry of Education, Government of India). Retrieved February
4, 2022, from https://dashboard.udiseplus.gov.in/
12
Scheme for Naxal Affected Areas. (Government of India). Retrieved February 4, 2022, from
https://pib.gov.in/newsite/PrintRelease.aspx?relid=83980.
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regions of India, including Tripura, Manipur, Nagaland, and Assam, interrupting learning of an approximate
20,800 children. Insurgents targeted 140 schools in India between 2009 and 2012, and state troops frequently
used schools as barracks or camps.
Little has changed since the Apex Court's decision to remove occupying schools in February 2011 in
the judgement of Nandini Sundar and Ors. v. State of Chhattisgarh, wherein the court ordered the
military and paramilitary groups to leave the academic institutions. However, since the passing of the order,
there has been no surveillance of schools, colleges and universities to verify if the order has been compiled with.
The Indian governments lax attitude and decision making of first, employing teenagers to fight the insurgent and
secondly reviewing courts order, exemplifies the growing statistics of military use of schools in India.
Despite the courts order being passed in 2011, 8 children died in December 2013 in an abandoned Manipur
school complex where Indian military troops had established a base-camp (Singh, L. M. 2014).13 The below
table between 2008-2011 demonstrates the violence caused to school buildings in the conflict affected regions
(SATP, 2019).14
Table 3: Violence caused due to military use of school buildings

2008 2009 2010 2011

Total Total Total Total
Chhattisgarh 19 7 13 1 (7)

Andhra Pradesh 0 0 1 0 (1)

Jharkhand 4 37 7 6 (6)
Bihar 0 25 21 71 10 39 14 (10) 21 (31)
Maharashtra 2 1 0 -
Orissa 0 5 8 0 (7)
Also, according to the 2020 UNSC report on Children in Armed Conflict, it is stated that the UN
verified the use of 7 schools by state armed forces for 4 months (UNHCR, 2020).15 During 2015- 2019, at least
one recorded attack on academic institution occurred in 93 nations, including India(Global Terrorism Index,
2022).16 During 2015 to 2019, state and non-state forces exploited institutions for military objectives in 34
nations, again one of which is India, wherein academic institutions were transformed to military basecamps,
enemy detainment centres, and arms storage (UNHCR, 2020).17 In the United Nations report, India among 17
other nations are said to have enrolled children from schools. In 2020, there were 535 documented school
assaults, a 17% increase over 2019. A local school in Sukma region of Chhattisgarh, was demolished and shut
like many other academic blocks during the growing movement of Salwa Judum. However, in 2019, after 13
years, the school welcomes education with open arms but the student enrolment rate is still low (Hindustan
Times, 2019).18 Nevertheless, developing nations like India constantly face challenges to untangle the

13
Singh, L. M. (2014). State of electoral rights in conflict situation: The case of Manipur, India. IOSR Journal
of Humanities and Social Science, 19(1), 105–113. https://doi.org/10.9790/0837-1914105113
14
Maoist data sheets (updated till June 23, 2019). Maoist Datasheets - South Asia Terrorism Portal. (n.d.).
Retrieved February 5, 2022, from
https://www.satp.org/satporgtp/countries/india/maoist/data_sheets/maoist_datasheet.html
15
Children and armed conflict - report of the secretary-general (A/74/845–S/2020/525) - world. ReliefWeb.
(UN). Retrieved February 5, 2022, from https://reliefweb.int/report/world/children-and-armed-conflict-
report-secretary-general-a74845-s2020525
16
Global terrorism index. Vision of Humanity. (2022, January 31). Retrieved February 5, 2022, from
https://www.visionofhumanity.org/maps/global-terrorism-index/
17
Children and armed conflict - report of the secretary-general (A/74/845–S/2020/525) - world. ReliefWeb.
(UN). Retrieved February 5, 2022, from https://reliefweb.int/report/world/children-and-armed-conflict-
report-secretary-general-a74845-s2020525
18
Demolished by Maoists, five schools reopen in Chhattisgarh after 13 years. Hindustan Times. (2019, July 1).
Retrieved February 5, 2022, from https://www.hindustantimes.com/india-news/demolished-by-moaists-
five-schools-reopen-in-chhattisgarh-after-13-years/story-mJooDzA5cUR71xfcg0vqFM.html.
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interrelationships between war, administrative instability of a state, slower fiscal growth, thus leading to less
student enrolment in academic institution in armed conflict zones (Srivastava, 2017).19
3. CAMOUFLAGING THE CLASSROOM VIS A VIS THE IMPLEMENTATION LAWS
PROTECTING EDUCATION IN THE RED CORRIDOR REGION OF INDIA
Global learning system as long been regarded as the most important requirement for a civilized existence, a
means of emancipation, and a foundation of empowerment. Strong leaders, policy makers, social theorists,
researchers, Democratic and anti-democratic reformers have traditionally emphasised the importance
of education as a cure-all for societal isues and uncivilised civilizations. Nonetheless, even with this
transformation, the majority of spending has been borne by state governments, while the central government's
financial outlay has stayed inadequate. Whereas it is essential that the states educate all children below 14
years through a policy of free and compulsory education, the budgetary allocations speak otherwise.

State Budget allocations in 1951-52 of 1.3% 4.6% in 2019-2020

The percentage hike in budgetary allocations is much less than the 6% which was recommended by
the 1963-66 Education Commission (Kothari commission, 1964-66).20 Nevertheless the RTE act does not
mention clear guidelines with regard to military usage of schools leading to frequent use of educational
institutions for a variety of objectives being a common sight in conflict affected countries. Transforming
classrooms into prisons and detention centres, setting base camps, placing snipers in classroom windows and
building a fortress atop school buildings from which they can view the surrounding region, placing guns in the
corridor, concealed explosives beneath benches, and stationed armoured personnel carriers in sports facilities of
an education institutions in conflict affected regions are headlines of national dallies (The Indian
Express,2018).21 Also, the efficiency of schooling in conflict-affected areas, continues to be a significant
concern, as educators are not qualified to minimum requirements. This has overall impacted education in
conflict affected regions.
Military usage of educational institutions, a place of safe learning for children even during times of
conflict, disrupts their entire learning process. The Safe Schools Declaration's guidelines for schools against
military usage, draw on an array of previous national attempts to prohibit or limit the practise. Given the
evidence of the adverse repercussions of using educational institutions for conflict purposes, the state armed
forces with regional backing, need to strictly implementation the guidelines to prevent the use of schools for
military purposes. The Declaration is a multi-governmental commitment which allows nations to articulate their
assistance for safeguarding educators, students, and educational institutions from threats of being in an armed
conflict zone; the significance of continuing education during situations of hostilities; and the execution of
practical steps to discourage the state use of schools. By signing the Declaration, counties, including
India committed to taking numerous conventional steps to reduce the likelihood of attacks. these steps
include; collecting solid statistics of incidents of military use of educational establishments; offering aid to
patients of such threats; and examining accusations of breaches of national and international law.
The Secretary - general recommended India to support the Safe Schools Declaration and the Vancouver
Principles. Furthermore, he also encouraged the government to guarantee that juveniles are only imprisoned as a
last measure and for the shortest possible timeframe, and avoid any types of suffering in confinement. India has
refused signing the declaration as the Indian legal system already prohibits the use of educational institutions for
strategic operations. Manoeuvring government troops are not permitted to intrude, much less even encamp, in
academic institutions establishments.

19
Srivastava, A. (2017, April 28). A shocking surge. India Today. Retrieved February 5, 2022, from
https://www.indiatoday.in/magazine/msn-it/story/20170508-child-soldiers-maoists-jharkhand-986259-
2017-04-28
20
Maintaining 6 % expenditure of GDP on education in. (Kothari commission, 1964-66) Retrieved February 5,
2022, from http://www.ijmas.com/upcomingissue/14.02.2018.pdf
21
School in naxal hotbed prepares kids to fight gun with pen. The Indian Express. (2018, June 3). Retrieved
February 5, 2022, from https://indianexpress.com/article/education/school-in-naxal-hotbed-prepares-
kids-to-fight-gun-with-pen-5202409/
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The Requisitioning and Acquisition of Immovable Property Act, clearly states that no property or
portion thereof shall be requisitioned. 22 Also as stated Calcutta High Court in 2009, November 24, restores
control of schools and the expenses borne in midst of the same by police officers utilizing power and any
damages caused by the government troops within these institutions would be met by the State Government in no
time, however the activities of them occupying the schools had to be immediately stopped (W.P. No. 16442(W)
of 2009).
As the number of military usage of schools did not reduce, the court in the case of Exploitation of
Children in Orphanages in the State of Tamil Nadu v. Union of India and others, Act No. 30 of 1952, March 14,
1952, stated that it is to be ensured by the government that school buildings and hostels permitted to be occupied
by state and/or non-state armed forces for whatsoever purpose should be stopped instantly. Further this same
order was supported by the case of Nandini Sundar and others v. The State of Chhattisgarh,( W.P. (Civil) No.
250 of 2007, Supreme Court of India, order of January 18, 2011 India) wherein the court passed a strict
directional order for the forces to vacate all the educational institutions, school buildings and hostels. However,
with no monitoring system for these orders passed by the courts, Judiciary again took the step of passing the
order in 2001 wherein it was strictly stated that the schools should not be closed for the reason that the
classrooms have been converted into barracks as education of a child is his/her basic right and the state should
do everything in its power to ensure the same (C.W.J.C. No. 4787 of 1999, High Court of Patna, order of
January 2, 2001).

4. RECOMMENDATIONS AND CONCLUSION

Despite the above efforts, Indian children living in conflict affected zones, are still facing issues to educate
themselves and therefore, to strengthen the resolving of the continued issue of education being affected in armed
conflict zones, United Nations Security Council in 2021, adopted the 2601 resolution for the protection of
education in armed conflict and criticized attacks on schools and hospitals that lead to the denial of humanitarian
access in armed conflict zones. India, too, has contributed extensive support to prevent military use of
schools and the adoption of a more human-centric, gender-sensitive, and technologically-focused strategy with
rigorous monitoring strategies keeping best interest of the children as the primary objective.23 Furthermore
implementation of CRC principles (CRC, Article 28),24 UDHR Declaration (UDHR, 1948).25 The ICESCR,
1966 (Article 13)26 as well as the IHL Principles (Geneva Convention IV, 1949),27 and a countless many
resolutions put forth by the Security council,28 along with the JJ Act, the state shall set out strong guidelines like
improving understanding of the SCR's approach for dealing with issues relating to children in armed conflict,
with a focus on attacks on schools and hospitals; practically solidifying surveillance process and report on and
lastly, undertaking appropriate measures to combat such attacks on schools and hospitals along
with encouraging outreach and discussion with conflict parties.
In order to advance objective of promoting and protecting RTE during time of armed conflict, it would
be beneficial for India to sign the Declaration of Safe Schools as it unambiguously bans use of educational
institutions by state or non-state armed forces. It further assures that all offenders of domestic and international
law will be held liable. Also, to strengthens both protection and prevention, a monitoring framework for
reporting of these attacks on education should be developed. This surveillance mechanisms would gather
statistical information, plus provide training to take armed groups and academic institution workers.
Furthermore, India should develop armed conflict-sensitive curriculums in order to reduce the harmful
impacts of assaults by increasing knowledge amid prospective victims. Activism for reservation of military use
of schools must take place at all levels with strong outlines of aims and their implementation. with protection
mechanisms, India must then be prepared to respond. Moreover, offering of efficient as well as accessible

23
Minister of State for External Affairs Meenakshi Lekhi said during an open debate on ‘UN Peacekeeping
Operations-Transitions’ at the UNSC.
24
CRC, Article 28 states that every child including children living in countries or areas of armed conflict have
the rights to education as a basic right even during conflict and all state parties to the UNCRC have an
obligation to fulfil the same.
Also Refer: article 29, CRC.
25
UDHR 1948.
26
Article 13 The international covenant of economic, social and cultural rights, 1966.
27 th
4 Geneva Convention of 1949 article 24 to be read with article 52 (1) of the protocol I of 1977.
28
Among like SCR 1261, passed in 1999, SCR 1379 (2001), SCR 1539 (2004), SCR 1612 (2005), and SCR
1612 (2006), SCR 1882 (2009), the SCR 1998 establishes a solid foundation for tackling the issue of attacks on
schools
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solutions for breaches to the RTE, adopting of physical protective security mechanisms to shield possible
targets, as well as implementing programmes of substitute teaching and learning to guarantee that education is
not disrupted. Such an outline shall will reflect empowerment and render expressive contribution to society at
large.

5. REFERENCES
[1]. #YouthStats: Armed conflict – office of the secretary (n.d.). Retrieved February 4, 2022, from
https://www.un.org/youthenvoy/armed-conflict/
[2]. 2020: Gender matters - Reliefweb. (n.d.). Retrieved February 4, 2022, from
https://reliefweb.int/sites/reliefweb.int/files/resources/gender-matters-swoc-report.pdf
[3]. 3 in 10 young people in conflict or disaster-stricken countries are illiterate. UNICEF. (n.d.). Retrieved
February 4, 2022, from https://www.unicef.org/press-releases/3-10-young-people-conflict-or-disaster-
stricken-countries-are-illiterate-
unicef#:~:text=NEW%20YORK%2C%2031%20January%202018,global%20rate%2C%20UNICEF%20sa
id%20today.
[4]. 4th Geneva Convention of 1949 article 24 to be read with article 52 (1) of the protocol I of 1977.
[5]. Act No. 30 of 1952, March 14, 1952, art. 3 [India]
[6]. Amir Jones & Ruth Naylor, The quantitative impact of armed conflict on education, Retrieved February 4,
2022, from https://inee.org/system/files/resources/CfBT_023_Armed_Conflict_Online.pdf.
[7]. Article 13 The international covenant of economic, social and cultural rights, 1966.
[8]. Byrne, S., Matyók Thomas, & Scott, I. M. (2021). Routledge companion to peace and conflict studies.
Routledge, Taylor & Francis Group.
[9]. C.W.J.C. No. 4787 of 1999, High Court of Patna, order of January 2, 2001 [India].
[10]. Child displacement and refugees. UNICEF DATA. (2021, December 3). Retrieved February 4, 2022, from
https://data.unicef.org/topic/child-migration-and-displacement/displacement/
[11]. Children and armed conflict - report of the secretary-general (A/74/845–S/2020/525) - world. ReliefWeb.
(UN). Retrieved February 5, 2022, from https://reliefweb.int/report/world/children-and-armed-conflict-
report-secretary-general-a74845-s2020525
[12]. Children and armed conflict - report of the secretary-general (A/74/845–S/2020/525) - world. ReliefWeb.
(UN). Retrieved February 5, 2022, from https://reliefweb.int/report/world/children-and-armed-conflict-
report-secretary-general-a74845-s2020525
[13]. CRC, Article 28 states that every child including children living in countries or areas of armed conflict
have the rights to education as a basic right even during conflict and all state parties to the UNCRC have
an obligation to fulfil the same. Also Refer: article 29, CRC.
[14]. Demolished by Maoists, five schools reopen in Chhattisgarh after 13 years. Hindustan Times. (2019, July
1). Retrieved February 5, 2022, from https://www.hindustantimes.com/india-news/demolished-by-moaists-
five-schools-reopen-in-chhattisgarh-after-13-years/story-mJooDzA5cUR71xfcg0vqFM.html.
[15]. Education under attack 2014. Global Coalition to Protect Education from Attack. (2021, July 20).
Retrieved February 4, 2022, from https://protectingeducation.org/publication/education-under-attack-2014/
[16]. Global terrorism index. Vision of Humanity. (2022, January 31). Retrieved February 5, 2022, from
https://www.visionofhumanity.org/maps/global-terrorism-index/
[17]. Gohain, M. P. (2021, July 1). UDISE report: 9 States/ UTS record over 25% dropout rate at secondary
level - times of India. The Times of India. Retrieved February 4, 2022, from
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